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Multicultural Work with Individuals, Families and Groups Course 729, Second Term; WINTER 2011 Instructor: Laura Sanders, MSW, ACSW

Phone number: 734-662-3509 Email: createcoun@comcast.net (more likely to reach me by phone) Office hours by appointment Class meets in room 1804 THE GENERAL OVERVIEW OF THE COURSE SW 729: Multicultural Work with Individuals, Families and Groups Subject: Interpersonal Practice Credits: 3 PreReq: INTP 521 and SOCWK 560 Applies To & Method Type: Elective, IP Methods

Course Description: This course will focus on how to implement methods that are sensitive to a wide variety of human differences for multicultural social work with individuals, families, groups. Students will learn to apply theories and concepts of culture and other human differences to understand and work with diversity in individual, family, and group functioning. Students will critique prevailing models of multicultural practice in relation to their sensitivity to issues in different groups. Students will be encouraged to deepen their own multicultural competence and consciousness by: 1) learning how to use and adjust for the impact of their own characteristics and experiences on a) their perceptions and values of others' behaviors, and b) the behaviors that clients choose to display in interactions with them; and 2) assessing how the larger contexts of the practice setting and society influence their clients and therapeutic relationships. Students will also learn to assess and address how societal power and status structures and the dynamics of privilege and oppression contribute to the creation of differences, to the types of problems that clients experience, and to miscommunication and distrust in therapeutic relationships. Course Content: Students will be assisted in assessing the sources and effects of differences and the strengths and limitations they create for clients, either directly or through interactions with community institutions or the larger society. Students will learn to combine general knowledge about a cultural group with specific strategies for assessing how all of a

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client's identities and experiences interact with the current environment to create unique and varied situations within the intervention milieu. In addition to examining the relevance of traditional and empirically-based intervention models and skills, this course will examine non-traditional and alternative models of practice that build on or are derived from specific cultural practices, such as work with indigenous healers, community resources, and natural helpers.

Specific topics will include the implications for social work practice that arise from: 1) the particular cultural orientations of individuals, families, and groups; 2) the acculturative conflicts that often arise between generations of the same cultural group and between members of different cultural groups; 3) the adjustment and acculturative strains experienced by individuals, families, and groups in U.S. society; 3) the protective role of specific cultural values as they relate to both coping and conflict; and 5) how the key diversity dimensions of difference (ability, age, class, color, culture, ethnicity, family structure, gender (including gender identity and gender expression), marital status, national origin, race, religion or spirituality, sex, and sexual orientation) interact with and affect cultural values and practices.

In addition to learning about specific cultural values and traditions, this course will examine the implications of the social workers own social identities and positionality in relation to client systems. Issues related to the development of critical consciousness, the role of praxis in our social work practice, building client capacity, and skill development for impacting client systems that promote oppression and injustice are topics discussed in this course.

Course Objectives: Upon completion of the course, students will be able to perform the following social work skills:

1. Review the ways in which multiple cultural group memberships influence help-seeking behaviors and strategies by: a. examining interactions among multiple cultural group memberships. b. identifying informal and formal institutions providing assistance to diverse cultural groups through mutual aid and support, self-help, and promotion or prevention activities. c. conducting a cultural audit of at least one human service organization and assessing the strengths and limitations of that organization for building socially just relationships with informal and formal institutions located within diverse cultural communities, and incorporating a knowledge of the interactions among individuals and families with multiple group memberships. 2. Examine issues in assessment, intervention, and evaluation with multicultural populations by: a. assessing cultural strengths, assets, values, and traditions as well as environmental and systemic barriers to well being. b. conducting an analysis of selected intervention strategies using an overarching empowerment practice paradigm that employs consciousness raising, capacity building,

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and connection activities. c. evaluate interventions for individuals, families, and groups using multiple methods and measures. 3. Explore selected contemporary individual, family, and group interventions used in social work practice, and determine their utility for use with issues facing diverse cultural groups by: a. describing the strengths and weaknesses of practice modalities, as gleaned from the social science literature on prevention, promotion, treatment, and rehabilitation. b. applying those strengths and weaknesses to the design of treatment plans which nest individual, family, and group interventions for use with particular individuals and families of diverse cultural backgrounds, and explaining how these nested designs address the goals and objectives of the needs presented by the individual and/or family. c. reviewing the roles of the social worker and the human service organization throughout the implementation of the intervention plan. d. developing an evaluation strategy to test the effectiveness of the intervention at the individual, interpersonal, familial, group, organizational, and societal levels.

Course Design: Varied pedagogical strategies will be utilized in this course including, but not limited to: interactive video simulations, case studies and role play exercises, in vivo activities within area professional human service organizations, and didactic methods.

Theme Relation to Multiculturalism & Diversity:

Multiculturalism and Diversity will be addressed throughout the course. Students will develop a clear understanding of the key diversity dimensions (i.e., ability, age, class, color, culture, ethnicity, family structure, gender (including gender identity and gender expression), marital status, national origin, race, religion or spirituality, sex, and sexual orientation), as well as an understanding of the many ways that our multiple identities intersect to create diverse identity groups.

Theme Relation to Social Justice:

Social Justice and Social Change will be an integral part of multicultural interpersonal practice. Throughout the course, students will be encouraged to assess the ways individual or organizational practices influence justice or injustice for individuals and families. Similarly, current social science knowledge about the relationships among injustice, conflict, and social change as these are influenced by multicultural interpersonal practice will be employed in this course.

Theme Relation to Promotion, Prevention, Treatment & Rehabilitation:

Promotion, Prevention, Treatment, and Rehabilitation will be of critical concern to multicultural interpersonal practice. Strategies for their assessment and appropriate implementation in practice with diverse populations will be addressed (as stated in the third course objective).

Theme Relation to Behavioral and Social Science Research:

Behavioral and Social Science Research will be used throughout the course to identify and evaluate contemporary methods of individual, family, and group practice, and how

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these methods have been nested in multicultural interpersonal practice.

Relationship to SW Ethics and Values:

This course will address the operationalization of the NASW Code of Ethics' sections on the social workers' ethical responsibilities to clients, agencies, and society including the social work values of social justice, the importance of human relationships, and competence (in multicultural practice), as well as the ethics related to cultural competence and social diversity and to social and political action. This course develops multicultural competency skills to work with disenfranchised and oppressed groups in culturally competent ways and to address social injustice due to discrimination and oppression. This course also addresses the social work value of the importance of human relationships through developing skills in dialogue and alliance building across differences, which both foster intergroup relations and support the belief that relationships between and among people are an important vehicle for social change.

Intensive Focus on PODS:

Faculty Approval: 12/6/2006 ACCOMMODATIONS FOR STUDENTS WITH DISABILITES If you need an accommodation for a disability, contact me as soon as possible. It is possible that aspects of the course can be modified to facilitate your learning process. There are resources available to help us to meet your needs including Students with Disabilities, the Adaptive Technology Computing Site, etc. If you disclose a disability to me I will treat that information as private and confidential. COURSE REQUIREMENTS Below is a basic description of expectations and schedule of course content for Winter term, which focuses primarily on treatment of child abuse and neglect in children, adolescents, and adult survivors and their families. The instructor reserves the right to change and adjust the course content and design as the course unfolds slightly differently each term. 1. Attendance and participation: Students must attend class. Since this is a practice seminar, much of the learning is experiential and requires attendance. This means attendance is crucial to understanding the content of the course. Students should make class attendance a priority. You are allowed one free absence that does not require an excuse. I recommend you save it for an emergency. Beyond this absence, you might lose points for missing. If you absolutely have to miss, call the instructor prior to the class session missed at 734-662-3509. Excuses will not be given for most other interfering events that aren’t emergencies.

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2. Readings: There are a lot of readings for this course, however, many of them are from the text and they are short chapters. I also have included many optional readings that you can refer to as you wish and for assignments. Do the reading before class and be prepared to discuss it unless otherwise instructed. All of the reading is posted on c-tools, or will be handed out in class. Books will also be on reserve in the library. Please buy a three-inch, three-ring binder in which to keep your class notes and handouts as we go. You will want to save all the readings in an organized fashion, either in you notebook or downloaded from c-tools onto your computer, as they will come in handy to you later. The book is, Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice, by Monica McGoldrick and Kenneth Hardy. There will be copies at Common Language Book Store on Forth Avenue, in Braun Court. Please take your time to browse around Common Language, this LGBT-specific bookstore, which is an important resource to the local TLBG community. Especially note their children’s section as you are likely to have clients growing up in LGBT – parented households. Assignments to be Announced Your Grade will be based on: Attendance and participation

20%

Assign. #1:Cultural Self-awareness, and postionality paper

30% due Feb. 3

Assignment #2: Ethnicity presentation

20% due March 10 and 17

Assignment #3: Special Projects

30% description due Jan 27, paper due April 30, presentation due April 14

Written Assignments: All writing assignments are expected to be typed, double-spaced, using 12-point font, with 1” margins on each side, using APA style (5th edition) unless you are asked to write something in class. Your written work will be graded on a clear grasp and integration of the course content, completeness, thoroughness, originality and creativity, organization and clarity, format, writing style, grammar and appropriate referencing of sources. It is your responsibility to avoid plagiarism, which can result in severe penalties according to the School of Social Work policies. If writing or editing is difficult for you, please seek help at the Gayle Morris Sweetland Writing Center (764-0429). When referring to clients in your written work, please change the names to protect confidentiality.

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OVERALL GRADING SCALE The criterion for each grade is as follows:

• 100 – A+ Brilliant mastery of subject content, demonstrates exceptional skill, insight, reflection, understanding of self and others: exceptional mastery of core concepts and excellent delivery.

• 94-99.9 A Strong mastery of the subject content, demonstrates insight, is clinically astute, creative or shows complexity in the completion of assignment, strong capacity for self reflection.

• 90 - 93.9 A- The difference between A and A- is based on the degree to which the above described skills are demonstrated

• 87 - 89.9 B+ Mastery of subject content beyond expected competency; is growing in insight, clinical acuity, and self-reflection and in mastery of core concepts

• 84 - 87.9 B Mastery of subject content at level of expected competency – meets course expectations

• 80 - 83.9 B- Less than adequate competency, but demonstrates student learning and potential for mastery of subject content

• 70 - 79.9 C or C Demonstrates a minimal understanding of core content, and of self and others. Significant areas need improvement to meet course requirements.

• 69.9 and below Student has failed to demonstrate minimal understanding of subject content

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SW 729: The Course Outline and Agenda Winter term, 2011

#1: Jan 6: Co-creating Social Work Class Culture Introduction and Experiential Exercise: Student Interests Permission and Multicultural Ground Rules Defining culture Exploring concepts of cultural competence and cross cultural social work Intersectionalities #2: Jan 13: Cultural Competence vs. Cross-Cultural Social Work Cultural Competence in the NASW Code of ethics: Hierarchal Notions of Cultural Competence: Questioning “Multiculturalism” Cross-Cultural Social Work and the Dialogic Co-creation of Culture Issues of Self Awareness in Cross-cultural Social Work: The Reflexive Use of Self Essentialization vs. Deesentializaiton of Culture Diversity Wheel, Culture as a Construct Required Readings: McGoldrick, M. and Hardy, K. (2008). Re-Visioning Family Therapy from a Multicultural Perspective, Chapter 1 in, Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice. By McGoldrick, M. and Hardy, K. (2008). (text book) *Pitner, R.O., and Sakomoto, I. (2005) The Role of Critical Consciousness in Multicultural Practice: Examining How Its Strength Becomes Its Limitations. American Journal of Orthopsychiatry, by the Educational Publishing Foundation 2005, Vol. 75, No. 4, 684–694. Sue, D.W. (2006). Becoming Culturally Competent in Social Work Practice, (Ch. 2) in Multicultural Social Work Practice, John Wiley and Sons Inc., NJ Sue, DW, (2007) Racial Microaggressions in Everyday Life: Implications for Clinical Practice, American Psychologist, June. *Yan, M.C. & Wong, Y.R. (2005). Rethinking Self Awareness in Cultural Competence: Toward a Dialogic Self in Cross Cultural Social Work. Families in Society 86(2), 181-188. Optional Readings: Goldberg, M (2000) Conflicting Principles in Multicultural Social Work,

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Families in Society; Jan/Feb 2000; 81, 1; Research Library, pg. 12 Irving A, Young, T (2002) Paradigm for Pluralism: Mikhail Bakhtin and Social Work Practice, Social Work; Jan 2002; 47, 1; Research Library Miehls D. K Moffatt (2000) Constructing Social Work identity Based on the Reflexive Self, British Journal of Social Work; Jun 2000; 30, 3 research library, pg. 339 Park, Yoosun (2005). Culture As Deficit: A Critical Discourse Analysis of the Concept of Culture in Contemporary Social Work, Journal of Sociology and Social Welfare, September, 2005, Vol XXXII, No.3. pp. 11-33. Yan, MC. (2008) Exploring the Meaning of Crossing and Culture: An Empirical Understanding From Practitioner’s Everyday Experience, Families in Society: The Journal of Contemporary Social Services, Vol 89, no. 2. pp. 282-292. #3: Jan 20: Personal Cultural Identity Identity Theories: Racial, White, LGBT and Ally Identities Experiential exercise in identity exploration Required Readings: Fish, L, The Semitism Schism-Palestinian Legacies in a Family Therapy Training Context, Chapter18 in Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice, by McGoldrick, M. and Hardy, K. (2008). (text book) Hardy K. and Lasloffy T. The Dynamics of a Pro-Racist Ideology: Implications for Family Therapy, Chapter 1 in, Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice. By McGoldrick, M. and Hardy, K. (2008). (text book) *Howard, Gary.(1999). Mapping the Journey of White Identity Development, and Ways of Being White, Chapters 5 and 6 in, We Can’t Teach What We Don’t Know, White Teachers, Multiracial Schools, Teachers College Press, Columbia University. Pp. 83-112. *Hunter, S and Hickerson, J. Individuals: Coming Out and Identity Development, Chapter 4, and Individuals: Disclosure, Chapter 5, in Affirmative Practice: Understanding and Working with Lesbian, Gay, Bisexual and Transgender Persons. NASW Press, Washington DC, 2003. pp.91-141. Lopez-Colon, Fernando, The Discovery of My Multicultural Identity, Chapter 10, in Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice, by McGoldrick, M. and Hardy, K. (2008). (text book) *Sue, D.W. (2006). Racial/Cultural Minority Identity Development, Chapter 5 in, Multicultural Social Work Practice, John Wiley and Sons Inc., NJ pp.87-105. Optional Readings:

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*Another Excellent Read on Racial Identity Development that is Optional: Tatum, B. (1997) Chapter 4, Identity Development in Adolescents: “Why are all the Black Kids Sitting in the Cafeteria?”, Chapter 5, Racial Identity in Adulthood, and Chapter 6, The Development of White Identity, Why Are All the Black Kids Sitting Together in the Cafeteria? Basic Books, 1997. #4: Jan 27: Multidimensional Contextual Practice: Diversity and Transcendence (description of project intention for Assignment #4 due) A Framework for Understanding and Working with Intersectionality Experiential Exercise: Looking at well-being from microintrapersonal, mezointerpersonal, macro and magna perspectives. Transracially Adopted Children Video: Struggle for Identity and Conversations 10 years later Required Readings: Guadalupe, K.L. and Lum, D. (2005). Beyond Stereotypes: Honoring Human Complexities, and A Framework for Human Diversity and Transcendence, Chapters 1 and 2, in Multidimensional Contextual Practice: Diversity and Transcendence, Thompson Brooks/Cole pp.1-61. Bartholet and Hollingsworth, (1994) Should Transracial Adoption be Allowed? (Bartholet: “Yes”, Hollingsworth: “No”), Controversial Issues in Social Police, 2nd Ed, Debate 15, Pearson Education Incorporated, 220-234. Laszloff, T. Therapy with Mixed-Race Families, Chapter 24, in Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice, by McGoldrick, M. and Hardy, K. (2008). pp. 250-261(text book) Song, Kui-Hee, (2004) Postmodernist Multicultural Practice and Culturally Linguistically Diverse People, Chapter 5, in Beyond Multiculturalism in Social Work Practice, University Press of America, NY. pp 51-63. Optional Readings: Hollingsworth, Leslie. (1998) Promoting Same-Race Adoption for Children of Color, in Social Work, Vol 43, no. 2, Mar 1998, pp 104-116. Lazarus, C., Evans, J.N., Glidden, L.M. and Flaherty, E.M. Transracial Adoption of Children with Developmental Disabilities: A Focus on Parental and Family Adjustment. Adoption Quarterly, 6(1), 7-24 (2002) Explore Dr. John Raible’s website: johnraible.wordpress.com. Supporting the Transracial Adoption Community through Education and Research. John Riable is a transracial adoptee and professor at the University of Nebraska. He works with transracial international and domestic adoptees and their families through profound

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struggles with identity. Please explore his web-site and bring to class a piece that inspired your further interest and inquiry regarding transracial adoption. #5: Feb 3: Immigration and Transnational Families and Communities (Assignment #1 due: Self-awareness paper due) Guest speakers and discussion of immigration and local activism Readings: Cambridge, P. and Williams L. Approaches to Advocacy for Refugees and Asylum Seekers: A Development Case Study for a Local Support and Advice Service. Journal of Refugee Studies, 17(1), 97-113. (2004) Dreby, Joanna. Children and Power in Mexican Transnational Families, Journal of Marriage and the Family, Vol. 69 (November 2007) pp. 1050-1064. Falicov, Cecilia Jaes. Transnational Journeys . Chapter 2, in Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice. By McGoldrick, M. and Hardy, K. (2008). (text book) Merkin, M.P., Kamya H. Working with Immigrant and Refugee Families, Chapter 27, in, Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice. By McGoldrick, M. and Hardy, K. (2008). (text book) Sluzki, Carlos E. Migration and the Disruption of Social Network, Chapter 3 in Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice. By McGoldrick, M. and Hardy, K. (2008). (text book) Weine, S., Feetham, S.M Kulauzovic, Y., Knafl, K., Besic, S., Klebic, A., et al. A Family Beliefs Framework for Socially and Culturally Specific Preventative Interventions with Refugee Youths and Families, American Journal of Orthopsychiatry, 76(1), 1-9 (2006) Optional Readings and Other Information on Current Immigration Raids and Issues: -Bacon, D. (2008) Railroading Immigrants, in The Nation, http://www.thenation.com -Photos of the Postville Raids -Bybee, R. and Winter, C. (2006) Immigration Flood Unleashed by NAFTA’s Disastrous Impact of Mexican Economy, CommonDreams.org, News Center: Breaking News for the Progressive Community, Sunday, March 16, 2008 -Holland, Joshua, Enforcement on Steroids: Homeland Security’s Emerging Immigration Police State (Part 1) , Alternet, Posted on May 21, 2008, printed Nov 5, 2008. http://www.alternet.org/story/85934 Raid Resource Kits in English and Spanish and Urgent Response Kit for Catholic Bishops (all on c-tools)

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#6: Feb 10: Gender: Feminist and Empowerment Practice Principals Sexism and Male Privilege, Heterosexism and Homophobia Multicultural Power and Control vs. Equality and Mutuality Paradigms Experiential Exercise Readings: Freeberg, Sharon: Re-examining Empathy: A Relational-Feminist Point of View, Social Work, 52(3), pgs: 251-259, 2007. Dolan-Del Vecchio, K. Dismanteling White Male Privilege within Family Therapy. Chapter 22 in Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice. By McGoldrick, M. and Hardy, K. (2008). pp. 250-261(text book) Douglas, U., Barthrick, D., Perry, P. (2008) Deconstructing Male Violence Against Women: The Men Stopping Violence Community-Accountability Model, Violence Against Women, Vol. 14, No. 2, 247-261. Jones, L.V., and Ford, B. Depression in African American Women: Application of a Psychosocial Competence Practice Framework. Affilia, 23(2), 134-143 (2008) Mcintosh, P. White Privilege and Male Privilege: A Personal Account of Coming to Correspondences through Work in Women’s Studies, Chapter 21 in Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice. By McGoldrick, M. and Hardy, K. (2008). pp. 238-250 (text book) Optional Readings and Information: Wood, M.J. The Gay Male Gaze: Body Image Disturbance and Gender Oppression Among Gay Men, Journal of Gay and Lesbian Social Services, 17(2), 43-62. (2004) Culturally-sensitive Power and Control Wheels: see c-tools under class #6 Web-site: www.menstoppingviolence.org. Check out this organization in Atlanta, Georgia, working to prevent and treat domestic and other institutional violence through working with men. A clinician, major author and contributor to this model is social worker, Ulester Douglas, who graduated from the University of Michigan School of Social Work. Check out his bio on c-tools. #7 Feb 17: The Impact of Language Issues of Translation and Interpretation: Guest Speaker Experiential Exercise Readings: (a list in progress)

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Berhens, S. and Sperling, R. Teaching About the Benefits of Language Diversity and the Limitations of Standards in Language in the Classroom, Reflections, Vol. 12, no. 2, Spring 2007, pp. 27-38. Camayd-Freixas, Eric. (June 13, 2008) Interpreting After the Largest ICE Raid in US History: A Personal Account. Florida International University. C-tools: Alexander street video on Working with Latino Youth. (note the interpreter vignette) #8: Feb 24: Spirituality, Religion, Cross Cultural Practice, and the Evidence?: (Assignment #2 due- in class Library Tutorial) Guest speakers possible Required Readings: Freedman, L. (2008): Accepting the Unacceptable: Religious Parents and Adult Gay and Lesbian Children, in Families and Society, Vol. 89, no. 2. pp. 237-244 Walsh, F. Spirituality, Healing and Resilience, Chapter 5, in, Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice. By McGoldrick, M. and Hardy, K. (2008). Yardly, M. (2008). Social Work Practice with Pagans, Witches and Wiccans: Guidelines for Practice with Children and Youths, in Social Work, Vol. 53, no. 4, pp. 329- 336. Yoon, D.P. and Lee, E.O. Religiousness/Spirituality and Subjective Well-being Among Rural Elderly Whites, African Americans and Native Americans. Journal of Human Behavior in the Social Environment, 10(1), 191-211. Optional Readings and Information: Bigard, Michelle (2005) Walking the Labyrinth: Enhancing Spiritually Sensitive Clinical Practice, in Reflections, Summer, 2005. Hodge, D.R (2002). Does Social Work Oppress Evangelical Christians? A New Class Analysis of Society and Social Work. Social Work, 47(1), 401-414. Liechty, D. 92003). Oppressed Evangelicals? Social Work, 48(2), 276-277. Mills, D. (2005) The House of God – Heaven and Hell: A Canadian Perspective on the Empowerment of Lesbian, Gay and Transgender (LGBT) People Through Religion and Subjugated Knowledge, in Reflections, Summer 2005.

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Website: www. religioustolerance.org. Religious Tolerance: Information about 40 Organized Religious and Faith Groups. A good place to start in learning basic information about various religious and spiritual faiths. March 3th: Spring Break: Have FUN! #9: March 10: Ethnicity: Questions Rooted in the Social-Political Histories of Ethnic Groups (Assignment #3: Ethnicity presentation due for some) Social Work issues and recommended methods based in the socio-political history of the following ethnic groups: Student Presentations Assignment

First Nation People White Ethnics Asian Pacific Islanders Monica McGoldrick Film: The Legacy of Unresolved Loss: A Family Systems Approach Required Readings: Garrett, M.T., Brubaker, M., Torres-Rivera, E., West-Olatunji, C., and Conwill, W. L. The Medicine of Coming to Center: Use of the Native American Centering Technique-Ayeli-to Promote Wellness and Healing in Group Work. The Journal for Specialists in Group Work, 33(2), 179-198. (2008) LaDue, R. Coyote Returns: A Reconciliation between History and Hope, Chapter 34 in Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice. By McGoldrick, M. and Hardy, K. (2008). (text book) McGoldrick, M. Finding a Place Called “Home”. Chapter 8 in Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice. By McGoldrick, M. and Hardy, K. (2008). (text book) Shibusawa, T. Interracial Asian Couples: Beyond Black and White, in Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice. By McGoldrick, M. and Hardy, K. (2008). (text book) Song, Kui-Hee, (2004) Korean Americans as a Culturally Linguistically Diverse Group, Chapter 2 and Korean American Families Suffering from Child Abuse, Chapter 3, in Beyond Multiculturalism in Social Work Practice, University Press of America, NY. Optional Readings:

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Schacht, R.M., and White, M. Improving Employment Outcomes for American Indians and Alaska Natives with Alcohol Dependency: Vocational Rehabilitation Strategies. Journal of Ethnicity in Substance Abuse, 2(4), 31-62 (2003) #10: March 17: Ethnicity: Questions Rooted in the Social-Political Histories of Ethnic Groups (Assignment #3: Ethnicity presentation due for some) Social Work issues and recommended methods based in the socio-political history of the following ethnic groups: Student Presentations Assignment African Americans Latinos Arab Americans Readings: Abudabbeh, N. My Evolving Identity from Arab to Palestinian to Muslim, Chapter 18 in, Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice. By McGoldrick, M. and Hardy, K. (2008). (text book) Akinyela, M. Once They Come: Testimony Therapy and Healing Questions for African American Couples. Chapter 30, in Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice. By McGoldrick, M. and Hardy, K. (2008). (text book) Boyd-Franklin, Nancy. Working with African Americans and Trauma: Lessons for Clinicians from Hurricane Katrina, Chapter 29, in Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice, by McGoldrick, M. and Hardy, K. (2008). (text book) Cordero, A., and Kurz, B. Acculturation and Mental Health of Latina Women in the Woman, Infant and Children Program, Affilia, 21(1), 46-58. (2006) *Dean, R. (2001) The Myth of Cross-Cultural Competence, in Families in Society, Nov/Dec 2001, Vol.82, no. 6, pg 623- 630. Garcia-Presto, Latinas in the United States: Bridging Two Worlds, Chapter 23 in Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice, by McGoldrick, M. and Hardy, K. (2008). Hines, P.M. Climbing Up the Rough Side of the Mountain, Chapter 31, in Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice, by McGoldrick, M. and Hardy, K. (2008). Pinderhuughes, E. Black Genealogy Revisited: Restoring an African American Family, Chapter 9 in, Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice. By McGoldrick, M. and Hardy, K. (2008). (text book)

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Optional Readings: Video on C-tools from Alexander Street: Working with Latino Youth Le Sage, M.R., and Townsend, A. Acculturation and Depressive Symptoms in Mexican American Couples. Journal of Human Behavior in the Social Environment, 10(1), 131-154. (2004) Moore, S.E., Madison-Colmore, O., and Moore, J.L. An Afrocentric Approach to Substance Abuse Treatment with Adolescent African American Males: Two Case Examples. The Western Journal of Black Studies, 27(4), 219-230 (2003) Nichols, Alex. Barriers to Public Assistance of Hispanic Immigrants in the United States, Organizational Studies Senior Honors Thesis, University of Michigan. 2008. #11: March 24: Working with Transgender, Bisexual, Lesbian, and Gay People Affirmative Practice Principals Guest Speakers (possible): Trans people reflect on gender, oppression, and privilege Bowleg, Lisa, (2007) Coming Out Rocks: Well, It Depends on Who You Talk To: Exploring the Experiences and Meaning of Coming Out Amongst Black Lesbians. LGBTI Summit, School of Public Health, Drexel University ( power point, presentation) McLean, R., and Marini, I. Counseling Issues and Approaches Working with Families of African-American Gay Male Members with HIV/AIDS. Journal of Family Psychotherapy, 14(1), 9-21. (2003) Nealy, E. Working with LGBT Families, Chapter 25, in Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice. By McGoldrick, M. and Hardy, K. (2008). (text book) Green, Robert-Jay. Gay and Lesbian Couples: Successful Coping with Minority Stress, Chapter 26 in Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice. By McGoldrick, M. and Hardy, K. (2008). (text book) Lev, A.I. Introduction, The Transsexual Phenomenon Meets the Transsexual Menace, Chapter 1, The Legacy: Gender Variance in History, Chapter 2, in Transgender Emergence: Therapeutic Guidelines for Working with Gender-Variant People and Their Families, Hawthorn Clinical Practice Press, 2004. pp 1-79. Witten, T.M. Life Course Analysis—The Courage to Search for Something More: Middle Adulthood Issues in the Transgender and Intersex Community. Journal of Human Behavior in the Social Environment, 8(2-3), 189-224. (2003)

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Optional Readings: Brown, C,(2008) Gender-Role Implications on Same-Sex Intimate Partner Abuse, Journal of Family Violence, 23:457–462 Noble, B. (2006) “Trans”? “Butch”? “Man”: On the Political Necessities of Trans In-coherence, in Self-Organizing Men, edited by Jay Sennet, Homofactus Press, Ypsilanti, MI. (c-tools) #12: March 31: Disabilities/Aging (Assignment #4: Special Projects due) Possible Films; Complaints of a Dutiful Daughter Vital Signs, Crip Culture Talks Back Required Readings: In addition to the book chapter by Bryan please read at least one assigned reading from each category including Aging, LGBT, Disability and Multiculturalism, and Disabilities and Other Specific Communities. Bryan, Willie V. Ed.d, Chapter 4, Minorities with Disabilities, in Multicultural Aspects of Disabilities: A Guide to Understanding and Assisting Minorities in the Rehabilitation Process, Charles C. Thomas Publisher, LTD, Springfield , ILL, pp. 87-120. (1999) Aging: Goins, R.T., John, R., Hennessy, C.H., Denny, C.H. and Buchwald, D. Determinants of Health-Related Quality of Life Among Older American Indians and Alaska Natives, The Journal of Applied Gerontology, 25(1supplement), 73S-88S. (2006) Jang, Y., Chiriboga, D.A., Kim, G., Phillips, K. Depressive Symptoms in Four Racial and Ethnic Groups: The Survey of Older Floridians (SOF) Research on Aging, 30(4), 488-502. (2008) LGBT and Disability: Clare, Eli (1999), Freaks and Queers, in Exile and Pride: Disability, Queerness and Liberation, South End Press, Cambridge, MA. pp. 67-103. Hanjorgiris, W. F., Rath, J.F., and O’Neill, J.H. (2004). Gay Men Living with Chronic Illness or Disability: A Sociocultural, Minority Group Perspective on Mental Health. Journal of Gay and Lesbian Social Services, 17(2), 25-41. Disability and Multicultural Theory: Gilson, S. F., Depoy, E. Multiculturalism and Disability: A Critical Perspective. Disability and Society, 15(2), 207-218. (2000)

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Tower, K.D. Disability Through the Lens of Culture. Journal of Social Work in Disability and Rehabilitation, 2(2-3), 5-22. (2003) Disabilities and Other Specific Communities: Grossman, S.F. and Lundy, M. Double Jeopardy: A Comparison of Persons With and Without Disabilities Who Were Victims of Sexual Abuse and or Sexual Assault. Journal of Social Work in Disability and Rehabilitation, 7(1), 19-46 McLaughlin, H., Brown, D., and Young A.M. Consultation, Community and Empowerment: Lessons from the Deaf Community. Journal of Social Work, 4(2), 153-165. (2004) Musick, J.A. Disability and the Black Community. Journal of Social Work in Disability and Rehabilitation, 2(4), 82 or 83 - ? (2003) Rounds, K. A., Weil, M., Bishop K.K. Practice with Culturally Diverse Families of Young Children with Disabilities. Families in Society, 75(1), 3-15 #13: April 7: Marginalized Cultures: Homeless, Gang, and Prison Cultures Possible guests from Assertive Community Treatment Required Readings: Amster, R. (2008), Facing the Homeless Problem, Chapter 1 in, Lost in Space: The Criminalization, Globalization and Urban Ecology of Homelessness. KFB Scholarly Publishing, NY. pp.1-43. Henggeler, S.W.,Cunningham P. B. Pickrel S.G., Schoenwald S.K. and Brondino M. J. Multisystemic therapy: an effective violence prevention approach for serious juvenile offenders. Department of Psychiatry & Behavioral Sciences, Family Services Research Center, Medical University of South Carolina, 171 Ashley Avenue, Charleston, SC, 29425-0742, U.S.A. Fraenkel, P., Carmichael, C. Working with Families Who Are Homeless, Chapter 33 in Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice. By McGoldrick, M. and Hardy, K. (2008). (text book) Lazloff, T. Social Class: Implications for Family Therapy, Chapter 4 in Re-Visioning Family Therapy: Race, Culture and Gender in Clinical Practice. By McGoldrick, M. and Hardy, K. (2008). (text book)

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Linhorst, D.M., Bennet, L. and McCutchen, T. Practicing Social Justice with Persons with Developmental Disabilities Who Enter the Criminal Justice System, Social Thought: Journal of Religion and Social Services , 22(2-3), 221-235. (2003) Marbley, A.F. and Ferguson, R. Responding to Prisoner Reentry, Recidivism and Incarceration of Inmates of Color: A Call to the Communities. Journal of Black Studies. 35(5), 633-649 (2005) Optional Readings: Linhorst, D.M.(2003) Practicing Social Justice with Persons with Mental Illness Residing in Psychiatric Hospitals, Social Thought: Journal of Religion and Social Services, The Haworth Press, Inc. Vol . 22 , (2) Walker and Rosen, Chapter 12, Toward Relational Empowerment of Women in Prison, pp. 216-233. Walker and Rosen , Chapter 13, Relational Experiences of Delinquent Girls, A Case Study, pp 233-252 #14: April 14: Class in Session for Informal Presentations and Discussion of Student Projects.

Class Assignments

Assignment #1: SW 729 Instructor: Laura Sanders

Identity and Positions Assignment:

To prepare to write this paper, read the articles on cross cultural social work and cultural competence. Also read the articles on identity formation for people of color, whites and LGBT people. Think about your history and positions in this culture according to the following list of factors. Think critically about the intersecting social constructions of your race, ethnicity, nationality, gender and gender identity, social economic class status, sexual orientation, religion/spirituality, language,

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abilities or disabilities, and age and development. You may want to keep some “notes to self” as we discuss these issues in the first few weeks of class to help you with this assignment. Exploring Your Identities: In relation to these social categories, what are your identities? Describe how you answer the question, “who am I?’ in relation to each of these social group categories. Include a discussion of your self-awareness to date of your identity in each of these categories, recognizing that some of them may be fluid and that we are ever-evolving as individuals and within group identities. Discuss any intersections or complexities of your identity. In discussing your ethnicity, for example, consider the following questions: Who are my ancestors? What family history, social/political positions, customs and stories have shaped my world view and my life experiences thus far? Applying an Identity Theory to You: Apply at least one racial or sexual orientation identity theory to your own exploration of your identity to this point in your life. Describe the theory in detain and cite reading that you referred to in understanding the theory. How do you see your identity development? In what stage of identity development are you, and how? Feel free to comment on the limitations of stage theories and how they, in part, may fail to represent your experience. Exploring Your Positions in Relation to Privilege, Power and Oppression: In relation to your group identities in each of the social categories listed, examine your positions in society. Where do you move in society with privilege in relation to “others” and how are you aware of this? In what identities and positions might you experience oppression and how are you aware of this? What stereotypes, heuristics and perceptions do you experience about “others” based on your positions and on your early learnings about and experiences with diversity? Who were your teachers? Examine Your Cognitive and Affective Reactions to Learning Critical Consciousness: According to Pitner and Sakomoto, the limitations of critical consciousness training are that it can create anxiety and even induce a “cognitive load” that can cause social work practitioners to feel threatened and fall back on heuristics and stereotypes, rather than remain open and present, which are the key skills in creating the dialogic relationship necessary in effective cross cultural social work. Based on these assertions describe your own journey in critical consciousness and explore your reactions to it. Imagine with what cross-cultural situations you might struggle. These questions may be helpful in organizing your thoughts: -What new awareness about yourself, if any, are you finding from your personal exploration, the course content and the readings thus far? -What about expanding your critical consciousness causes anxiety, if anything?

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-What gaps, if any, are you becoming aware of in your knowledge or self-awareness? -Are you noticing any wounds, inequities, assumptions, prejudices, privileges that you were previously unaware of and how are you feeling about this? -In what situations with cross-cultural work would you be likely to fall back on heuristics or stereotypes? -What are the limits of your awareness and how do you propose to handle this in relation to your cross cultural social work? If you know little about your ethnic/racial/cultural identity, engage in research by interviewing your family members (especially elders), reading work written by your people, exploring your genealogy, etc. This paper should be no longer than 10 pages, double-spaced. Please draw on the course readings so far. Use additional resources that inform you about specific issues pertinent to your identity exploration, if necessary. Include reference to at least one identity theory and at least four other readings from the class. Please cite the literature in your paper and include a thorough reference page. Grading will be based on the thoroughness of you self-exploration in the areas listed and others that may be important to you. I will be looking at the complexity and depth of your critical thinking on these issues and your-self awareness, especially in regards to your positions in our society. Creativity, organization, writing and flow of your paper will also be considered. Make sure you include reading and a reference sheet.

SW 729: Assignment #2: Ethnicity Presentation Instructor: Laura Sanders

Preparation:

1) With a partner, review the literature regarding the specific ethnic group you are exploring. You can refer to books and readings from this course and the library data-bases. Use at least four sources, and reference them.

2) Explore the social-political history and positions of this ethnic group and how this

may manifest for these people in the United States.

The Task:

3) Find or use an actual case study from your placement or from the literature that involves social work practice with people from the ethnic group you have chosen. Identify some of the assumptions you might make as a social worker who is working with this case based on what you do know, and what you don’t know, about the intersections of diversity relevant to this case, for example the intersections of ethnicity, religion, gender, health and/or age. Perhaps you

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have found a case of an Asian Gay Man struggling with family acceptance, or the case of an Arab American woman caring for her elderly parents and struggling with acting out teenagers. List your assumptions so that you can be aware of them and check them out as you explore interventions.

4) Search the literature for therapeutic or advocacy interventions that are

created for, or adapted to work with people of this particular ethnicity and cultural intersections. In particular, look for methods that have been developed by the people who identify with this ethnicity themselves, if possible, and/or have been tested with the population of your focus.

Some questions to address may be:

What might be important for social work practitioners and clinicians to understand or explore with people of this particular case example?

What myths and stereotypes exist in dominant culture about this group and the people in this case that are important to be aware of and dispel in order to work effectively? What are the strengths of this population, especially in the context of socio-political history?

What might be barriers to the people in this case, utilizing existing social and health services in the United States?

What cultural healing methods and resources may be utilized by the people in this case and in this community and how can social workers promote and integrate the use of these methods?

Are there evidence-based methods recommended for working with this particular case? What is the evidence?

The Presentation:

5) Plan a 20 minute presentation about your findings to share with the class. You can use power point, other visual aids, handouts, and/or an experiential exercise. Do what you would like and be creative. Just make sure your information is presented clearly and concisely. Please create a one or two-page out-line of your key points and bring enough copies to hand out to the class.

The Ethnicity Groups include: First Nation People White Ethnics Asian Pacific Islanders

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African Americans Latinos Arab Americans Grading will be bases on the authenticity of the case chosen for the particular population and your ability to approach the case from a strength-based perspective. Also important are your use of sources and integration of the literature, your analysis of the socio-political history and positions of this group in the United States, your analysis of the assumptions social workers might make in working with this group, the problems with these assumptions, other barriers this group might experience in accessing service, best practices for intervention with this group and the integration of cultural beliefs and methods in social work interventions with this population. Creativity, flow, equal participation in the presentation and the quality of your handout will also be considered.

SW 729 Assignment #3 Special Projects

Instructor: Laura Sanders

Explore a social work practice issue or problem that affects a specific population of people in which you are interested. The project will include: 1) a one-page description of your choice of a project and why, 2) an experiential component that requires you to get out into the community and interact with people, 3) a thorough write-up of your research and experience in an 8 to 10 page paper, and 4) an informal presentation of your project on the last day of class or during finals week. As a part of the project, you will critically explore the pertinent factors affecting this issue or problem and population across social work systems (including individual, family, group and community, institutional and a global) through a thorough review of the literature. Look at the bidirectional impact of this problem across systems. You will identify practice methods that are most suited to work with this problem and population and the evidence-base (or lack thereof) for these interventions. I am flexible about this project and really want you to do something that you are interested in. I have given you a list of some detailed ideas that I can help facilitate, and a list of topics you may be interested in. You can also come up with your own project proposal. The most important aspect is that you actually get involved in some way, even if it is only through face to face interviews, but I don’t want you to use only the phone or internet. 1) Description of your project intention (5 points): A brief, one page description of your choice of project, how you will engage the experiential component, why you chose it, and your progress in actually setting up your experiential contact. 2) The experiential component: (25 points including the paper.) This piece includes visiting, participating in, and/or interviewing members of your choice of group or

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organization or community. It must involve face to face human contact. Some people, groups or organizations may be open to you visiting as a student, and be excited about your interest. Others may be confidential and closed to protect participants’ anonymity and confidentiality or for the reasons of empowerment. Make an initial contact to your people, group, organization, or activity by calling the contact number. Persist until you talk to a person, sponsor, or spokesperson for the group, organization or event. Keep in mind the social work ethic of “do no harm” as you pursue your experience. Use your most developed interpersonal skills to introduce yourself, explain the project and why you want to make contact. Ask if you can visit the person, people, group, meeting or organization. If this is too intrusive, ask if there are members that would be willing to be interviewed. For groups that are closed, the spokesperson for the group may be the only person who is willing to discuss it. If there are very tight boundaries, and you cannot make a contact, respect the group or organization’s need for privacy and talk to the instructor. You should start making contact early on. Don’t wait, because you don’t know whether it will go smoothly or be difficult. Remember as you pursue this experiential piece, this is how many people (our clients) feel when they are pursuing support in unfamiliar territory. Keep notes on your experience as you go so that you can reflect on this in your paper. If you are exploring an organization or program, how culturally accessible is it based on the various intersections of poverty, ethnicity, race, ability/disability, age, religion, language, environment, etc? As an advocacy activity for the disabled community, ask specifically about wheel-chair accessibility within facilities, and ask to be shown accessible entrances, bathrooms, etc. 3) The paper: (20 points for experience and write-up). Write-up your experience from the above assignment in an 8 – 10 page paper. What did you learn about this person, people, group, community and the problem from your experience? Include a discussion of pertinent issues affecting this problem and population across social work systems including individual, family, group and community, institutional and global systems through a thorough review of the literature. What is the problem? Whose problem is it? How does it affect the population you are interested in? Look at the bidirectional impact of this problem across systems. Identify practice methods that are most suited to work with this problem and population and the evidence-base (or lack thereof) for these interventions. Include a discussion of cross-cultural accessibility based on intersections of poverty, race, ethnicity, language, age, gender, gender identity, ability/disability, religion/spirituality, environment, etc. Conclude with a reflection of what you learned both personally and professionally. Include at least 8 resources from journals, books, websites and popular media. Include 3 professional journal articles and a reference sheet. 4) Class presentation: (5 points) As your final exam, prepare a 10 minute, informal class presentation on Project. Include the most important points from your experience and your paper. Tell us the story of your experience. Provide a one-page outline of the important points and conclusions of your project that you would like other students to remember. Bring enough copies to pass out at the beginning of your presentation.

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Here are some project ideas I have thought through in detail and could help facilitate but feel free to get involved in areas of your own interest. Transracial Adoptive Families: Explore issues and impacts of transracial and transnational adoption for social work practice. Critically explore the pertinent issues across social work systems from individual, family and group issues, to community, institutional and global issues. Look at the bi-directional impact of transracial and transnational adoption and the implications for social work practice. How can the transracial adoption triad including adoptees, adoptive parents and birth parents and their families be best served by social work? Addressing the Impact of Increased ICE enforcement on Latino Immigrant Families: This project involves exploring the urgent needs of families affected by ICE (Immigration and Customs Enforcement) raids, home intrusions, detainments and deportations. Across the nation, primarily undocumented immigrant families are being criminalized, traumatized and separated by increased immigration and customs enforcement efforts. Explore issues and bi-directional impacts of these increased enforcement efforts on immigrant individuals (including children), families, groups and communities, as well as institutional and global levels. What are the implications for social work practice across these systems and how best can affected families be helped? Local Community Activism: Participating in the urgent response and documentation of actual local raids on the immigrant community in Washtenaw County, and the effort to raise awareness and change immigration policy. This project spans the spectrum of social work practice beyond interpersonal practice to include advocacy, community organizing, and impact on policy on the macro level. This project may include interviews with affected immigrant families, participating in local meetings with area policy–makers, documenting local raids and identifying human rights violations, and/or writing formal grievances and letters of complaint to policy makers, legislators, and governmental committees requesting a moratorium on immigration raids. A detailed write-up of the experience is required. Refugee Foster Care: Across the nation, foster care programs are being set up to house children and teens that have been effected by large and small scale raids on immigrant populations. Explore, define and critically analyze this trend toward refugee foster care for its bi-directional impact on systems including the individual, family and group, as well community, institutional and global impacts. What are implications for social work practice? How can children and families involved in these programs best be served? Working with Immigrant Families Identified by Child Protective Services: For many immigrant and ethnically diverse families, child rearing philosophies, definitions of caring, and practices diverge significantly from those of the dominant American culture, presenting challenges to cross-cultural social work practice within Child Welfare and Child Protective Services. Explore the specific bi-directional issues and impacts of child welfare on one or more immigrant populations, using a multidimensional perspective that views families in the context of their cultural histories including relevant intersections

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(ethnicity, nationality and race, gender, spirituality, social economic class, and sexual orientation, disability and life span issues). Analyze the issues and impact of CPS and Child Welfare issues and practices on immigrant individuals, families, and communities as well as institutional and global implications for social work practice. How can these families be better served by the child welfare? Other topic ideas include but are not limited to: The triple jeopardy of being TGLB, adolescent and a person of color Working with ethnic youth gangs in urban areas Gender-Sensitive Practice Transgender Youth in Residential Care Working with Political Refugees Applying cross-cultural social work practices to sex workers Homeless: Explore models for addressing the needs of the homeless community. Prison Culture LGBT youth or aging population Disability Culture The continues impact of 911 on Arab Americans Faith-based approaches to working with families Grading will be based on the depth of your community involvement piece and your thorough reflection on what you have learned about the population and issue(s) you explored. I will be looking for a quality integration of the literature and the critical consciousness you display in your analysis of the issues. I will also be interested in how you see the various systems of concern to social workers affected and interfacing in regard to this issue.